Activities that Promote Orthographic Mapping Part I EfRS Chapter 6

Opener:

• Review meeting norms

• Share celebrations

Discussion

• How do you respond to students who spell using “invented spelling”?

• Do you presently use nonsense words in your assessment and instruction? How can you, or how do you, use nonsense words to promote automaticity with common letter strings?

• In module 9, we learn that “oral feedback that corrects every mistake is more effective than correcting only those mistakes that affect meaning,” What was your initial reaction to this information? How do you provide feedback for reading mistakes?

• Take a look at the strategies that students can learn to support their independent reading. How can you include the teaching of these strategies in your existing program?

• What is one more strategy presented in this module that you found useful? How do you plan to integrate these instructional practices in your classroom?

Note: If students’ skills are not developed enough to use the foundational activities in EfRS, the Rosner program (free) incudes early phonological awareness strategies (see link in resources column)

Next Steps